Epigenetics Online: Multimedia Teaching Resources     

Louisa A. Stark 《CBE life sciences education》2010,9(1):6-9

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Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life   总被引：1，自引：0，他引：1  

Raikes H  Pan BA  Luze G  Tamis-LeMonda CS  Brooks-Gunn J  Constantine J  Tarullo LB  Raikes HA  Rodriguez ET 《Child development》2006,77(4):924-953

About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.  相似文献   

Knowledge foundations for teaching reading and spelling   总被引：1，自引：0，他引：1  

Louisa Moats 《Reading and writing》2009,22(4):379-399

Changes in education policy, the accumulation of research evidence that skilled instruction prevents and ameliorates reading failure, accountability requirements, and a new emphasis on multi-tiered interventions in schools are all causing a growing interest in improving teacher knowledge and skill in reading instruction. Consensus frameworks that explain reading development and individual differences provide an outline for what teachers need to know. The details of that content, however, including the English phonological system, the organization of English orthography, and the language structures that are processed during reading and writing, are challenging for teachers to learn. Recent studies are reviewed that investigate the relationship between teacher knowledge, practice, and student outcomes. The paper argues that teachers must have considerable knowledge of language structure, reading development, and pedagogy to differentiate instruction for diverse learners. Policy mandates for improvement of reading achievement should provide for more effective teacher education, as the knowledge base is not learned casually or easily. Research on how teachers best develop expertise should inform our licensing and professional development programs.  相似文献   

Life sciences career exploration     

Stark LA 《CBE life sciences education》2011,10(3):231-234

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Don't forget,Thursday is test[icle] time! The use of humour in sexuality education     

Louisa Allen 《Sex education》2014,14(4):387-399

Sexuality and humour share a fraught relationship at school, so that how humour might be productively employed in sexuality education constitutes a ‘risky’ consideration. This paper explores the role of humour in sexuality education as observed in a Year 9 New Zealand health class. Adding to existing literature emphasising students' use of humour at school, it also considers how teachers might productively mobilise humour in the classroom. Findings reveal that while humour serves established purposes for students such as consolidating heterosexual masculinities, securing peer group hierarchies and disrupting learning agendas, it may hold other pedagogically productive possibilities. Potential uses include the relief of monotony, engaging with the needs of particular cultural groups of students, reinforcing taught information and reducing apprehension around potentially uncomfortable topics. Via this empirical exploration of the mobilisation of humour, the paper endeavours to open its potential as a conceptual site of possibility in sexuality education.  相似文献   

Attitudinal impact of hybridized writing about a socioscientific issue     

Louisa Tomas  Stephen M. Ritchie  Megan Tones 《科学教学研究杂志》2011,48(8):878-900

The development of scientifically literate citizens remains an important priority of science education; however, growing evidence of students' disenchantment with school science continues to challenge the realization of this aim. This triangulation mixed methods study investigated the learning experiences of 152 9th grade students as they participated in an online science‐writing project on the socioscientific issue of biosecurity. Students wrote a series of hybridized scientific narratives, or BioStories, that integrate scientific information about biosecurity with narrative storylines. The students completed an online Likert‐style questionnaire, the BioQuiz, which examined selected aspects of their attitudes toward science and science learning, prior to their participation in the project, and upon completion of the writing tasks. Statistical analyses of these results and interview data obtained from participating students suggest that hybridized writing about a socioscientific issue developed more positive attitudes toward science and science learning, particularly in terms of the students' interest and enjoyment. Implications for research and teaching are also discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 878–900, 2011  相似文献   

Cell biology apps for apple devices     

LA Stark 《CBE life sciences education》2012,11(3):226-230

Apps for touch-pad devices hold promise for guiding and supporting learning. Students may use them in the classroom or on their own for didactic instruction, just-in-time learning, or review. Since Apple touch-pad devices (i.e., iPad and iPhone) have a substantial share of the touch-pad device market (Campbell, 2012), this Feature will explore cell biology apps available from the App Store. My review includes iPad and iPhone apps available in June 2012, but does not include courses, lectures, podcasts, audiobooks, texts, or other books. I rated each app on a five-point scale (1 star = lowest; 5 stars = highest) for educational and production values; I also provide an overall score.  相似文献   

First off the blocks: professional experience and learning for first-year preservice Physical and Health Education teachers     

Louisa Peralta  Kellie Burns 《Asia-Pacific Journal of Teacher Education》2012,40(2):127-141

Recent research focusing on professional experience has shifted towards understanding preservice teachers' learning. The aim of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Ten volunteering first-year preservice teachers, who were enrolled in a four year degree, were recruited. A qualitative practitioner inquiry approach was employed, with participants interviewed twice to provide insights into their learning and theorising of practice. Key themes emerged around the relationship between the unit content (theory) and professional experience (practice); notions of professionalism; engagement with the syllabus and lesson planning; communication; and understanding of students. Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements. However, future research is needed to provide stronger evidence for these placements.  相似文献   

Positive Emotional Responses to Hybridised Writing about a Socio-Scientific Issue     

Louisa Tomas  Stephen M. Ritchie 《Research in Science Education》2012,42(1):25-49

In order to understand better the role of affect in learning about socio-scientific issues (SSI), this study investigated Year 12 students’ emotional arousal as they participated in an online writing-to-learn science project about the socio-scientific issue of biosecurity. Students wrote a series of hybridised scientific narratives, or BioStories, that integrate scientific information about biosecurity with narrative storylines, and uploaded these to a dedicated website. Throughout their participation in the project, students recorded their emotional responses to the various activities (N = 50). Four case students were also video recorded during selected science lessons as they researched, composed and uploaded their BioStories for peer review. Analysis of these data, as well as interview data obtained from the case students, revealed that pride, strength, determination, interest and alertness were among the positive emotions most strongly elicited by the project. These emotions reflected students’ interest in learning about a new socio-scientific issue, and their enhanced feelings of self-efficacy in successfully writing hybridised scientific narratives in science. The results of this study suggest that the elicitation of positive emotional responses as students engage in hybridised writing about SSI with strong links to environmental education, such as biosecurity, can be valuable in engaging students in education for sustainability.  相似文献   

Closing Sex Education's Knowledge/Practice Gap: The reconceptualisation of young people's sexual knowledge     

Louisa Allen 《Sex education》2013,13(2):109-122

In rethinking what is theoretically conceived as a 'gap' between what young people learn in sexuality education and what they do in practice, this article argues for the need to comprehend young people's sexual knowledge from their own conceptualisation of this. Drawing on empirical findings from research with New Zealanders aged 17-19, young people's own understandings of their sexual knowledge are explored. These findings indicate how young people in the study conceptualised sexual knowledge in two ways: as information derived from secondary sources such as sexuality education, and knowledge gleaned from personal sexual experience. Hierarchies were evident within and between such types of sexual knowledge, in terms of the status young people afforded, and the interest they displayed in them. The type of sexual knowledge young people were most interested in, and which they identified as lacking in sexuality education, centred on a 'discourse of erotics'. It is argued that the inclusion of this discourse within sexuality education programmes might offer one way of closing the knowledge/practice gap, by raising the status of sexuality education's messages for young people and drawing this information closer to their lived sexual experiences.  相似文献